parent involvement in homework in mongolia4)/ajmse2016(5.4-06).pdf · 2015-16 at the mongolian...

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ISSN: 2186-845X ISSN: 2186-8441 Print

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PARENT INVOLVEMENT IN HOMEWORK IN MONGOLIA

Ariunaa Dashtseren

Educational Research Team, School of Educational Studies, Mongolian National University of Education, Ulaanbaatar,

MONGOLIA

[email protected]

ABSTRACT

This descriptive research aims at defining the level of parent involvement in

Mongolia, and to lesser extent, to study its differentials. The convenient sampling was adopted and 295 parents (or persons who look after the child) were selected from

Grades 6-11 of secondary schools in Ulaanbaatar. Qualitative and (descriptive)

quantitative methods were used in data analysis. Among others, research finding

suggests that although almost all parents do believe that they are involved in education of their children, merely 58 percent of parents do involve in education of

the child helping with homework.

Keywords: Parent involvement, homework, Ulaanbaatar, Mongolia.

INTRODUCTION

Parent involvement is essential in children’s educational process and outcomes (Henderson

and Mapp, 2002). Parent involvement refers to parents roles in educating their children at

home and in school (Christenson and Sheridan, 2001). Traditionally, parent involvement

include attending parent-teacher conferences, supervising fieldtrips, volunteering in the

classroom, supervising their children’s homework, reading to their children, and discussing

school and general academic aspirations with their children. Thus parent involvement has

been defined as the ways in which parents support their children’s education at home and in

school.

Epstein’s (2001) parental involvement framework is a widely-accepted conceptual model of

parental involvement. It has six sub-constructs, namely parenting, communicating,

volunteering, learning at home, decision-making, and collaborating with the Community.

Parenting refers to parents’ actions that foster the children’s learning and cognitive

development, not necessarily tied to school, and parenting includes among others parent

involvement in homework.

In Mongolia, after the socialist type of training, child centered approach was encouraged in

education. Since then, both teacher’s and parent’s roles in educating children have been

changing. More strikingly, it has been observed that parents tend to less likely to reinforce

children’s homework efforts. Also very limited research has been conducted and published in

the area of parent involvement in Mongolia. This research aims at finding out the level of

parent involvement, in terms of involvement in homework, and its differentials by selected

demographic and family characteristics of selected students in secondary schools in

Ulaanbaatar-UB, the capital city of Mongolia.

mailto:[email protected]

Asian Journal of Management Sciences & Education Vol. 5(4) October 2016 __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Copyright © 2016 Leena and Luna International, Chikusei, Japan.

51 | P a g e (株) リナアンドルナインターナショナル, 筑西市,日本

ISSN: 2186-845X ISSN: 2186-8441 Print


DATA COLLECTION AND METHOD

The level of parent involvement, in almost all studies, has been measured in terms of concrete

parent involvement behaviors, like attending parent-teacher conferences and helping the child

with his or her homework (Joep and Eddie, 2007). Parent involvement in this research is

measured in terms of different forms of parent involvement, but helping the child with

homework was the main variable to study the level of parent involvement and it’s

differentials.

Based on various research on parent involvement, the survey questionnaire was prepared by

the author, mainly asking questions about parent involvement behaviors with ‘yes/no’

answers. Following the ‘yes/no’ answer, ‘why’ and ‘how’ questions were formulated to

obtain in-depth understanding of the issue under question. The student achievement, the

outcome variable of parent involvement behaviors, is measured in terms of general

assessment score.

Data collection was held with the help of master students recruited during the academic year

2015-16 at the Mongolian National University of Education-MNUE. In the class of research

methodology, as part of training, students were asked to collect information from parents of

secondary schools in UB. The convenient sampling was adopted as some master students

were working as teachers at secondary schools. The judgment was made to cover both the

city center and the suburb of UB. As a total, 295 questionnaires were filled in from Grades 6-

11. During the training, two separate teams were composed in each of three classes, and each

team worked on data of single grades, to study all steps involved in conducting small scale

survey. Later, the author combined all data sets into one, and conducted analysis. After

combining all data sets, all open ended questions were analyzed by the author only. The

information about the survey are given in Appendix: demographic and household

characteristics of students (Table 1), student achievement (Table 2), persons who responded

to the questions and persons who mostly work with the child (Table 3), and parent’s

education and employment characteristics (Table 4).

Descriptive statistics were employed in data analysis. To test statistical significance for the

tabulation, Chi square of independence of cross tab between two variables were employed. In

the case of student achievement, F test, the Levene's Test for Equality of Variances, and t test

for Equality of Means were employed. Also qualitative methods were employed to study

responses to the open ended questions, and for developing codes for tabulation.

PARENT INVOLVEMENT IN MONGOLIA

Forms and level of parent involvement

Parent involvement takes different forms, including discussions about school, help with

homework, and attending the teacher-parent conferences. The different forms of parent

involvement suggest the different levels of parent involvement and the different

understanding of their roles. In our survey, the majority of parents (96.6%) claimed that they

do involve in child’s education, by meeting all needs for education of the child (Figure 1).

The teacher-parent conference can be regarded as the major well known type of parent

involvement in Mongolia. However, less than ¾ of parents do attend the teacher-parent

conferences.


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Figure 1. Forms of parent involvement, Mongolia, 2015-2016

Furthermore, it was found that merely 58 percent of parents fulfill their essential role in

educating their children, by helping the child with homework.

Parent involvement in homework

The creation of comfortable environment for the child to do the homework is one of the ways

of involvement in education of the child. In our survey, 201 parents (or 68.1% of all parents)

stated that they do create comfortable environment for the child to do the homework while

the remaining 31.9% of parents stated that they fail to do so. Further, from those who do

create the comfortable environment, the open ended question was asked on the ways in which

how they create the comfortable environment for the child to do the homework (Table 1).

Table 1. The ways of creating comfortable environment for the child to do homework,

Mongolia, 2015-2016

Frequency Percentage %

Buy everything what the child needs for schooling 87 43.3

Give time to do homework: the child does not engage in any household work

62 30.8

Create quite environment: turn off TV, self phone, etc. and no

talking 19 9.5

The child has a separate room 18 9.0

Bought computer, internet and printer 11 5.5

The child creates his/her environment to do homework 4 2.0

The majority of parents create comfortable environment for the child to do the homework in

two ways: buying everything what the child needs for schooling (43.3%) and giving time to

do the homework via freeing them from household chore (30.8%). In other words, 1/5 of all

parents covered in our survey stated that their children do not engage in any household work.

Also parents create quite environment, turning off TV, self phone etc., and also by not talking

(9.5%).

30.534.6

50.8

58.0

62.4

72.9

87.5

96.6

0

20

40

60

80

100

The child has daily

workplan

Parents had attended

the class at least once

Check homework

Help with homework

Child attends extra

curriculum course/

club

Parents attend teacher

-parent conferences

Discuss about child's

future profession

Meet all needs for

education of the child




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When parents involve in children’s homework, among others, they check, review and correct

students homework, and reinforce student’s homework efforts, completion and correctness

(Hoover-Dempsey et.al., 2001). In our survey, out of 171 parents who claimed that they help

the child with homework (58.0% of all parents covered in the survey), only 143 parents did

respond to open ended question on ‘how they help for the child with homework’ (Table 2).

Table 2. The ways of helping with homework, Mongolia, 2015-2016


When the child asks, tell everything what I know. 83 58.0

Parent and child work together, parents do the homework. 24 16.8

When the child asks, explain the ways how she/he can do the

homework. 18 12.6

Parents request the child to show homework after doing it on their own.

8 5.6

Parents ask how he/she can help the child to do the homework. 1 0.7

The child does not like to having help from parents to do

homework. 4 2.8

Use internet. 2 1.4

Ask other people who know the subject. 3 2.1

Parents do employ different strategies to help for the child to do the homework: the majority

directly tell the child what they know (58.0%), some explain the ways in which how he/she

can do the homework (12.6%), and some others check the homework performance after the

child does the homework on their own (5.6%). More interestingly, some parents do involve in

homework wrongly, as parents themselves do the child’s homework on his/her behalf

(16.8%).

Parents are not being involved in education of the child due to different reasons, like

conflicting schedules and having a young child or baby in the home (Lamb-Parker et al.,

2001). In our survey, out of 124 parents who claimed that they are not able to help the child

with homework (42.0% of all parents covered in the survey) only 85 parents did respond to

the open ended question on ‘reasons for not helping the child with homework’ (Table 3).

Table 3. Reasons for not helping the child with homework, Mongolia, 2015-2016


Parents have no time due to their work 27 31.8

Parents have no time due to infant/ younger children 2 2.4

Parents can not help because do not know the subject 24 28.2

Parents can not help because of poor health 1 1.2

Parents believe that the child does not need help

anymore 6 7.1

Other people help (older siblings) 2 2.4

The child does not ask for help 20 23.5

The child does not like to having help from parents 2 2.4

The child does not like to do the homework 1 1.2


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In line with the most cited reasons, the majority of parents do not help the child with

homework because they have no time (31.8%) and do not know the subject (28.2%). Also to

lesser extent, parents reported that they have health problem, the problem which can be

associated with parent’s workload and time.

Apart from above mentioned real reasons, parents do not help the child with homework

because of their wrong believe and assumption. The third major reason was that parents do

not help with homework because the child does not ask for help (23.5%). In this case, parents

might be wrongly believing that the child is doing well with homework and schooling.

More strikingly, reasons for not helping the child with homework suggest that some parents

loose control over child’s education, as parents accept that the child does not like to do the

homework as well as they ‘trust’ others, mainly siblings.

DIFFERENTIALS IN PARENT INVOLVEMENT IN HOMEWORK

Parent involvement tends to differ by grade level of the child (see for e.g. Jordan et al., 2001),

and parent involvement decreases as children move into secondary school (Epstein, 2001). In

Mongolia, it has been observed that parent involvement in education is reasonably good

during the basic (1st-5

th) grades, and from the 6

th grade it decreases, but parents come back to

the education of the child when he/she approaches the graduation, say the 9th

grade, to

prepare the child for enrollment in further educational institutions. In our survey, the level of

parent involvement (in terms of involvement in homework) declines with increase in the

grade level, despite slight increase for the 9th grade (Figure 2)

i. These correlations are

statistically significant for both checking homework (rho=0.295, p=0.01, 2-tailed) and

helping with homework (rho=0.280, p=0.01, 2-tailed).

Figure 2. Parent involvement in homework, by child’s grade level, Mongolia, 2015-2016

Parent involvement tends to differ by family’s socioeconomic status. The low levels of parent

involvement was found among low income parents (see for e.g., Cooper, 2010). Location in

UB can serve as an approximate indicator for the household socioeconomic status. UB is

divided into two locations: UB center and Ger district. Households in Ger district in UB live

in ger (traditional tent) as well as in small houses which are not connected with centralized

i ‘Check homework’ refers to parents who check and help with homework without being asked (χ² (5, 295) = 27.4, p= 0.000 for grade and check homework), and ‘help with homework’ refers to parents who check and help

with homework without being asked plus parents who help the child when he/she asks for help (χ² (5, 295) =

26.9, p=0.000 for grade and help with homework).

50.8

80.5

63.5

48.3 46.3

36.7 35.2

58.0

85.4

71.2

51.7

58.5

49.0

38.9

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

Total Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11

%

Check homework

Help with homework




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sewage system. In UB, 29.0 percent of households live in Ger district (NSO & UNFPA,

2011a:236). In our survey, 56.3 percent of parents live in UB city center and the remaining

43.7 percent of parents live in Ger district (Table 1 in Appendix). In Mongolia, the level of

parent involvement in homework is lower among parents who live in Ger district (48.4%)

than those who live in UB center (65.1%) (Figure 3)ii.

Figure 3. Parent involvement in homework by location in UB, Mongolia, 2015-2016

The educational level of parents is positively related with the parent involvement in education

(Deslandes et al., 1999; Caspe, 2003; Dauber and Epstein, 1993). In our survey, this

correlation was found (Figure 4)iii

, except for parents with non- and basic educationiv. In the

case of basic education, mother’s involvement in homework was higher by 10 percentage

points than that of father’s. Mothers are more involved in homework than are fathers

(Deslandes and Cloutier (2000) quoted in Deslandes & Bertrand, 2005). In our survey,

mothers (62.7%) are much more likely to work with the child than fathers (11.9%) (Table 1

in Appendix). However, in the case of complete secondary, technical and vocational, and

master degree and above, father’s involvement is greater than mother’s involvement.

Figure 4. Parent involvement in homework, by education level of parents, Mongolia, 2015-2016

Parents who do not work outside the home are more likely to be involved in education of the

child (Eccles and Harold 1996). Also mothers who work part time are more likely to be

ii χ² (1, 295) = 7.841, p = 0.005 for UB location iii χ² (5, 288) = 5.512, p = 0.357 for helping with homework and mother’s education, χ² (5, 274) = 2.910, p =

0.714 for helping with homework and father’s education iv In Mongolia, due to universal coverage of basic education during socialism, the share of non-educated persons

are small. According to 2010 census of Mongolia, in UB, 3.7 percent of persons aged 10 years and above was

non-educated, 19.9 percent have basic education, 40.8 percent complete secondary, 8.5 percent technical

vocational, 27.1 percent bachelor and above (NSO & UNFPA, 2011b:34).

65.1

48.8

58.0

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

UB city center UB ger district Total

%

0.0

60.0

51.0

59.363.3 65.4

75.0

50.053.2

61.7 59.5

69.2

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

Non-

educated

Basic

education

Complete

secondary

Technical and

vocational

Bachelor

degree

Master degree

and above

%

Mother's education Father's education


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involved than full time working mothers (Miller 1995). In our survey, 17.6 percent of fathers

and 20.4 percent of mothers were not employedv (Table 4 in Appendix). Unlike what was

found elsewhere, in our survey, both employed fathers (58.9%) and mothers (59.0%) are

more likely to be involved in homework of the child than those who are not employed (Figure

5)vi.

Figure 5. Parent involvement in homework, by employment of parents, Mongolia, 2015-2016

Furthermore, not employed mothers (52.6%) are slightly less likely to be involved in

homework than not employed fathers (53.2%). Mothers might have different reasons to keep

them busy, like responsibility for younger siblings, and household chore. The poor

involvement in homework of child of not employed parents, who presumably do not spend

time for earning money, suggest that it can be associated with overall poor socioeconomic

status of parents, poor education, poor role construction, etc. In our survey, there was a case

that the teacher found number of unemployed adults, including parents, staying at home when

she once visited the home of the child whose parents never come to the teacher-parent

conferences due to ‘no time’.

In order to have a deeper look at socioeconomic status of parents, questions on industry and

occupation were asked from employed parents. In Mongolia, livestock rearing is the major

and the traditional type of agriculturevii

. In UB, people who engage in livestock rearing keep

their livestock outside the UB, and therefore, they are likely to be separated from their

families. In rural areas, households which engage in livestock rearing are splitted into two:

some part live in some centers to keep the child in school, and the rest live in rural areas to

engage in livestock rearing (NSO & ADB, 2004). Due to the household separation, parent

involvement in schooling among livestock breeders are likely to be weak, mostly leaving the

child with relatives and siblings. The level of parent involvement in homework was the

lowest among both fathers (20.0%) and mothers (14.3%) who work in agriculture (Table 4).

On the other hand, the highest level of parent involvement was found among parents who

engage in electricity, gas and water supply as well as in education.

v According to 2010 census, in UB, 37.0 percent of all persons aged 15 and above were unemployed (NSO &

UNFPA, 2011c:53). vi χ² (1, 267) = 0.47, p = 0.493 for helping with homework and father’s employment, χ² (1, 279) = 0.756, p =

0.385 for helping with homework and mother’s employment . vii In 2015, agriculture accounts to 13.1% of GDP of Mongolia. Estimated in September 2016 from table

retrieved from http://www.1212.mn/statHtml/statHtml.do

59.0 58.6

52.653.2

48.0

50.0

52.0

54.0

56.0

58.0

60.0

Mother Father

%Employed Not employed

http://www.1212.mn/statHtml/statHtml.do




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Table 4. Parent involvement in homework (%), by industry of parents, Mongolia, 2015-2016

Father Mother

Agriculture, hunting and forestry 20.0 14.3

Manufacturing 40.9 62.5

Electricity, gas and water supply 72.2 71.4

Whole sale and retail trade 66.7 57.1

Transport, storage and communications 57.9 100.0

Public administration, defense and compulsory social security 66.7 59.1

Education 100.0 68.4

Total 59.3 59.5

Note: Categories with number of observations fewer than 9 are deleted.

χ² (14, 189) = 21.1, p = 0.099 for helping with homework and father’s industry

χ² (12, 200) = 14.293, p = 0.282 for helping with homework and mother’s industry

People who work in higher positions are more likely to be busy, and therefore, they are less

likely to have time to work with their children. Similarly, informal workers are more likely to

work for longer hours than formal workers, doing moonlighting. In our survey, mothers who

work as legislators, senior officials and managers (57.1%) and as informal workers (55.9%)

are less likely to help the child with homework than professionals (64.5%) and craft and

related workers (62.5%) (Table 5).

Table 5. Parent involvement in homework (%), by occupation of parents, Mongolia, 2015- 2016

Father Mother

Legislators, senior officials and managers 72.7 57.1

Professionals 57.1 64.5

Service workers and sales workers 57.1 52.6

Craft and related workers 70.0 62.5

Plant and machine operators, assemblers 55.6 100.0

Other, including elementary workers 44.9 56.7

Informal workers 69.5 55.9

Total 59.3 59.5

Note: Categories with number of observations fewer than 10 are deleted.

χ² (11, 189) = 11.356, p = 0.414 for assist homework and father’s occupation

χ² (10, 200) = 12.186, p = 0.273 for assist homework and mother’s occupation

The lowest level of parent involvement in homework was found among mothers who work as

service and sales workers (52.6%), and among fathers who work as elementary workers

(44.9%). In general, parent involvement in homework by industry and occupation suggest


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that parents with the lowest and the highest socioeconomic status are less likely to help the

child with homework.

The child achievement is the outcome variable of parent involvement. In general, parent

involvement has positive effects on children’s academic outcomes (Dearing et al., 2006;

Hayakawa et al., 2013; Marcon, 1999). In other words, parents of high achieving children are

more likely to be involved in education than do the parents of low achieving children (Eccles

and Harold, 1996). In our survey, children whose parents help with homework have slightly

greater score of assessment (mean score=2.3) than the children whose parents do not help

with homework (mean score=2.1). (See Table 6 and Figure 6.)

Table 6. Student achievement, by helping with homework, Mongolia, 2015-2016

Note: F Levene's Test for Equality of Variances= 0.216, p= 0.642

t test for Equality of Means =0.96, df=253, p=0.338

Figure 6. Student achievement, by helping with homework, Mongolia, 2015-2016

However, the shape of box plot and the interquartile ranges suggest that the achievement of

children who receive help from parents with homework is much better than those who do not.

The interquartile range of achievement of children who receive help from parents is twice

Help Do not help

Mean 2.3 2.1

Median 2 2

Variance 1.3 1.2

Std. Deviation 1.1 1.1

Minimum 0.0 0.0

Maximum 4 4

Interquartile range 1 2




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lower than those who do not. The 50 percent of children who receive help from parents have

the achievement score of 2.0- 3.0 while the 50 percent of children who do not receive help

from parents have the achievement score of 1.0-3.0. Moreover, the longer lower tail of the

box plot for children who do not receive help from parents with homework suggests that they

are much more likely to have lower achievement score than 1.0.

CONCLUSION

This descriptive research, although covered small population, defined the level of parent

involvement in education in Mongolia. The research covered Grades 6-11 of secondary

schools in UB, which are selected conveniently. From parents point of view, the level of

parent involvement in education of the child is very high in Mongolia, as almost all parents

believe that their fulfill their essential role in education by meeting all needs necessary for

education (96%). This high level of parent involvement in education declines by almost 40

percentage points if we look at actual behavior of parents. Only 58 percent of parents involve

in education of the child, helping the child with homework. This 40 percentage points gap

between parent’s assumption about and action on involvement in education gives parent’s

non involvement in education. Parents do not involve in education of children because they

‘trust’ others: the child, the school (especially the private schools with high costs), the

siblings and others. Moreover, parents loose control over the child’s education as parents

accept if child does not like to do the homework. Also there is a risk for parents to mistakenly

believe that the child is doing well with education if he/she does not like having help from

parents. These findings call for in-depth study on child school engagement.

Furthermore, in our survey, 1/5 of all parents stated that their children do not engage in any

household work, like cleaning and cooking, to have time to the homework. It suggests

parent’s wrong involvement in education of the child. Also parents do involve wrongly in

homework as parents themselves do the child’s homework on his/her behalf.

Parent’s non- and wrong involvement in education suggest that there is a need to train and

promote parents on proper involvement in their children’s education. Training for and

promotion of parent’s involvement in child’s education is essential because parents are likely

to face a risk to grow up a poor educated but spoiled ‘outwith and money’ –minded person,

by not actually involving in education and not asking them to do any work but meeting all

needs, and buying everything what the child asks for.

This research studied differentials in the level of parent involvement in homework of the

child by selected characteristics. As elsewhere was found, the level of parent involvement in

homework declines with increase in grade level. However, it increased slightly for Grade 9,

suggesting parent’s awareness of preparation of the child for further education.

Furthermore, parent involvement in homework was poor among population with lowest and

highest socioeconomic status in Mongolia. The level of parent involvement in homework is

greater in UB center than in the UB suburb. It is lower among poor educated and unemployed

parents. Moreover, some employed parents are less likely to involve in homework of the

child. The level of parent involvement in homework is low among parents who work in

agricultural sector, who are likely to reside outside the UB. It is low among fathers who work

as elementary workers, plant and machine operators, and assemblers, and among mothers

who work as informal workers, and service and sales workers, who are likely to work for

longer hours.

In our survey, about 1/3 of children do not have comfortable environment at home to do the

homework. It includes households which have vulnerable, unemployed and alcoholic parents


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as well as violent situation. In other words, there is a risk to grow up poor or non- educated

person out of each of three children who are attending the schools. Therefore, schools and

teachers need to study different types of parents and to develop special programme for

different types of parents with special needs to promote parent involvement in education of

the child. More importantly, findings of our survey suggest that there is a need to conduct in-

depth study on parent involvement in education in Mongolia.

ACKNOWLEDGEMENTS

I thank Master’s students of MNUE of Mongolia who worked on data collection as part of

research methodology training during the academic year 2015-2016, and there was no

funding for this research.

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